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Report
Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education
Available from: ERIC
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Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)
Language: English
Published: Palo Alto, California, 1970
Article
La Nouvelle Education en France / The New Education in France
Publication: Entente
Date: May 1941
Pages: 8-10
Europe, France, Maria Montessori - Biographic sources, Montessori method of education, New Education Movement, Western Europe
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Language: English, French
Article
Science Education and Scientific Education
Publication: NAMTA Quarterly, vol. 1, no. 1
Date: Autumn 1975
Pages: 24-27
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Dr. Montessori Addresses Special Student Assembly: Exponent of Efficient Kindergarten Education Brings 'New Methods in Child Education' to Students
Available from: University of Southern California - Digital Library
Publication: Daily Southern Californian
Date: May 25, 1915
Pages: 1
Americas, Maria Montessori - Biographic sources, North America, United States of America, University of Southern California (Los Angeles)
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Language: English
Article
A Successful Experiment in Child Education [The Henry Barnard School, Rhode Island College of Education, Providence]
Available from: JSTOR
Publication: Elementary School Journal, vol. 30, no. 7
Date: Mar 1930
Pages: 539-546
Americas, Henry Barnard School (Rhode Island) - History, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
Article
Montessori Education and Environmental Education Walk Hand-in-Hand
Publication: The National Montessori Reporter, vol. 24, no. 3
Date: 2000
Pages: 6–9
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Language: English
Article
Life Education [Drug education program]
Publication: Montessori Today (London), vol. 1, no. 5
Date: Sep/Oct 1988
Pages: 12-13
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Language: English
ISSN: 0952-8652
Book Section
The New Education Fellowship: An International Forum for Progressive Education
Book Title: Progressive Education Across the Continents: A Handbook
Pages: 179-191
Educational change, New Education Fellowship, New Education Movement, Progressive education - Criticism, interpretation, etc.
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Language: English
Published: Frankfurt am Main, Germany: Peter Lang, 1995
ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44
Article
My System of Education [Address Before the National Education Association at Oakland, Cal.]
Available from: HathiTrust
Publication: Educator-Journal, vol. 16, no. 2
Date: Oct 1915
Pages: 63-71
Americas, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, National Education Association (NEA), North America, United States of America
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Language: English
Master's Thesis
A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement
Available from: ERIC
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Abstract/Notes: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom.
Language: English
Published: Salem, West Virginia, 1998